Standard 6: Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon
knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.
Rationale: Below you will see two separate lesson plans each focusing on student learning experiences that
appeals to students with a variety of learning skills. In these lesson plans it is noted that special attention and
scaffolding in the form of modeling was added for students that need more support and for the English language
learners. Please note that each of these lessons forces the student to draw off of information they have
previously learned to evaluate new ideas and create solutions and answers to difficult questions.
Artifact 1: Lesson Plan on Introduction to Declaration of Independence
Standard 5: Students will understand the significance of the American Revolution in the development of the United States
Objective 1
Analyze what ideas and events led to the Revolutionary movement.
Explore the events leading to the outbreak of armed conflict between the American colonies and Great Britain.
Analyze the origin of the ideas behind the revolutionary movement and the movement toward independence; e.g., social contract, natural
rights, English traditions.
Explain the major ideas expressed in the Declaration of Independence.
Learning Objectives:
-SWBAT to pick out 10 key words from the first paragraph of the Declaration of independence they dont know individually.
-SWBAT complete a KWL graphic organizer on Declaration of Independence.
-SWBAT to complete a timeline of the American Revolutionary War Period and reproduce it on a note sheet of paper.
Language Objectives:
-SWBAT discuss with their neighbors concepts they know about the Declaration of Independence
-SWBAT to read the first paragraph of the Declaration of Independence.
Essential Question: Why do people choose to declare their independence, and what effect does this process of becoming independent have
on themselves and others?
Vocabulary:
-Independence
-Inalienable (unalienable)
-Secure
-Consent
-Institute
Materials:
-Break up letter
-Declaration of Independence
-Timeline
-Graphic Organizer for first paragraph
-Lined sheet of paper to create a timeline
At the Bell- Journal Prompt
Question:
Do you think that teenagers have enough freedom? Explain
Think, Pair, Share
Activity #1 Idea and information on Activity #1 taken from https://www.teachingchannel.org/videos/teaching-declaration-of-
independence
-Discuss with Ms. Harris in front of the class deciding if we should read the letter or not, make the decision to read the letter.
Then decide to go back and forward on whether you should say who the letter is from or not and finally tell them the letter is from the 13
colonies
-Have the students write on a notecard everything that they know about the Declaration of Independence
-Have the students talk in groups about what they know about the Declaration of Independence
-As a class come up with a list about what we know about the Declaration of Independence
Activity #2
-Show the students a timeline from 1607 onward about what the involvement of Great Britain was like and how it changed after the French
and Indian War
-They used to be neglected, allowed to fend for themselves
-All of the sudden there is a lot of government involvement
-The colonists cant make decisions for themselves and have no representation in
their government
-Talk about each of the events leading to the Battles of Lexington and Concord
-Talk about why the colonists felt it necessary to declare themselves independent of Great Britain
Activity #3 Short 5 Minute Clip America the story of Us: The Declaration of Independence
https://www.youtube.com/watch?v=yb7MI8NQLoo
Students fill out the first 2 parts of a KWL Chart on what they know about the Declaration of Independence.
Closure:
-Remind the students about the lack of freedoms that the Colonists had
-Describe the reasoning behind writing the Declaration of Independence
Independent Homework: Give the students the most famous paragraph in the Declaration of Independence and assign them to read it
circling the vocabulary words they do not know

Artifact 2: Weeklong Lesson plan Utah's Geography and It's Inhabitants
Lesson Plans January 27-January 31
st

January 27, 2013
Utah Studies Core Standard 1.1
Investigate the relationship between physical geography of Utahs and its inhabitants.
1.1 A Read and Interpret a variety of maps
1.1 B Identify the physical features and regions of Utah
1.1 C Compare and Contrast the relationship between physical features and regions to settlement, land use, and the economy.
Learning Objectives:
Students will be able to identify, locate, and compare the different functions and pieces of a map.
Language Objectives:
-Students will be able to engage in conversation with a partner discussing the cardinal and intermediate directions on a map
-Students will be able to give answers to directions regarding maps as a class group.
Essential Question:
How do maps give a sense of location and landforms where settlements appear?
Vocabulary:
Cardinal Points One of the 4 principal directions on a compass: N,E, S, W
Intermediate Points the directions on a compass found between the four cardinal Directions, NE, NW, SE, SW
Key/Legend: a table or list that explains the symbols appearing on a map
Landform: Natural feature on the earths surface, ie. Mountains, valleys, rivers
Geography: the study of the earth
Scale: looks like a ruler that helps you figure out how many miles the inches on a map represent
Navigate: to plan or direct a route using a map or compass
Compass rose: the direction markers on a map.
Title: It tells us the main idea of the map
Materials:
-Pencils
-Colored Pencils or Crayons
-Utah History Book
-Student Notebooks
-Rose Compass Worksheet
-Vocabulary Worksheet
Bell Ringer:
Entrance Ticket
Answer to Question #1
1. If you dont know history, you dont know your world or your culture.
2. History is story time all the time!
3. History is who we were, who we are and who we will be.
Answer to Question #2
1. 1. Please describe to me a time that you had to analyze, empathize, recreate, or connect in your life.
Exercise #1
Vocabulary Worksheet
Model the first Question with the students with a non-example
-BEFORE GIVING THE ACTUAL ASSIGNMENT I WOULD MODEL FOR EXAMPLE ON THE BOARD, PLEASE SEE THE
EXAMPLE BELOW.


Apple

+
Piece of fruit, examples
include fuji, gala, granny
smith
The usually round or
yellow edible fruit of a
small tree.

-Give the students 7 Minutes to do it themselves
-Give students 4 -5 minutes to work together
-Go over all of the definitions together as a clas
Exercise #2
Complete a Rose Compass as a class together. The Rose compass worksheet attached.
Exercise #3
Have the students open their Utah Journey books to Page 345 that shows a map of the United States. Have students complete a
worksheetMap Elements while looking at page 345.
January 28, 2014
Bell Ringer:
Entrance Ticket
1. Please draw and label a rose compass
Activity #1
You tube Video: Tribute to Utah
-See how many students cities students have been to before we play the movie
-Have students watch the movie and see how many cities they recognized from the sheet.
Activity #2
Review from Yesterday
-Find your Partner Vocabulary Activity
-Review the coordinates of the compass and ask aurally quiz questions on directions by asking questions about maps
ie: If I am traveling from California to Utah which direction am I traveling?
How about which direction am I going from Texas to Washington? Etc
Activity #3
Let students finish working on the Map Elements worksheet from Yesterday
January 29, 2013
Bell Ringer
-Journal Entry
Activity #1
-Give the students a worksheet that has most of the Western United States and quiz the students to see how many states that they can identify
that are surrounding Utah
-Have a classroom discussion about what the difference between a city, state, country, and a continent are.
-Review the 7 Continents and 4 Seas
-Work with students on filling out a map worksheet on the continents of the world
-Give the students the ability to color the maps and label them correctly
Activity #2
-Review: Find your partner Activity
Vocabulary words for Maps
Activity #3
Worksheet on the Continents and countries, four oceans, and cardinal/intermediate directions. Model first section of each page as a class and
let the students work in pairs to finish worksheets
Worksheet Name: North, South East, and West
January 30, 2014
Bell Ringer:
Journal Question:
What is your favorite activity to do outside in Utah? Please describe to me what and where the activity is and what the weather
conditions and outside surroundings are like?
Activity #1
Find Your Partner- Vocabulary Review Practice
Activity #2
Worksheet on the Continents and countries, four oceans, and cardinal/intermediate directions. Model first section of each page as a class and
let the students work in pairs to finish worksheets
-4 page worksheet that includes coloring.
January 31, 2014
Bell Ringer:
Study for your Quiz for next 10 minutes
Activity #1
Quiz on the Maps Vocabulary, Continents and Oceans, and cardinal directions
Activity #2
As a class correct the Quiz Each student has the ability to correct their own quiz